Understanding the Secondary Transition Planning Process

1. Mindy Miller Kalamazoo RESA Understanding the Secondary Transition Planning Process

2. Objectives: This presentation will outline the transition planning process as well as: • Explain how families can provide input and be involved in planning. • Describe the value of community resources and collaboration. • Provide a means to obtain additional information about transition.

3. What is Transition? • Transition is the process and preparation of students with disabilities to move from school to adult life. • It focuses on a student’s strengths, preferences, and interests. • A well-written transition IEP will answer the following questions: • Where does the student want to go? • Where is the student currently functioning? • How will the student get to where they want to go?

4. “The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.” -Ray McNulty International Center for Educational Leadership Why Transition?

5. Starting Point… Transition planning STARTS with the student’s desired post-secondary outcomes: With the day after the end of school in mind, what will be on a student’s agenda for that day’s activities?

7. Transition Planning: Maximizing Future Participation! • HOW will an individual contribute to their community after they are done with school? • “Work” can be defined in many ways. • Some students will have ongoing support needs in order to participate…transition planning and assessment help describe these needs for our community partners.

8. When is transition planning REQUIRED to begin? IDEA 2004 states that IEP transition planning must: Begin not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually thereafter.

9. The Four Transition Areas • The transition process works to facilitate successful post-secondary outcomes developing a student’s vision for their life in the areas of: • Career and Employment • Post-Secondary Education and Training • Adult Living • Community Participation

10. Post-Secondary Vision Answers the question, “As a young adult, what do I want my life to look like?” A student’s vision is based upon their strengths, preferences, and interests and is updated annually. The obtainment of a student’s vision will occur AFTER they leave school. The vision is a starting point for helping to determine present levels of functional information about a student.

11. Post-Secondary Vision (cont.) The student’s post-secondary vision can be developed using the questions provided in the IEP: • Career/Employment: As an adult, what kind of work do you want to do? • Postsecondary Education/Training: After leaving school, what additional education and training do you want? • Adult Living: As an adult, what kind of living arrangements would you like to have? • Community Participation: As an adult, how do you want to be involved in your community?

12. Post-Secondary Vision (cont.) Some students may have difficulty knowing or communicating their ideas about life after school. Teachers can use can use information based on observations, parent interviews, and general knowledge about the student’s strengths, preferences, and interests to help develop an appropriate post-secondary vision. A “none” or “I don’t know” response from a student must be follow-up by appropriate transition activities/annual goals to help the student clarify/explore their options.

13. Career/Employment Activities and/or skills necessary to develop work related behaviors/abilities needed to obtain/keep a job, find a job, or learn about a job. • Examples: career exploration, work experiences, vocational education, job applications, interview skills, resume building, job search, employability skills, volunteer experiences, work place visits As an adult, what kind of work do you want to do?

14. Postsecondary Education/Training Activities and/or skills related to instruction or learning situations either in high school or preparing for post graduation. • Examples: YAP/college visits, MCTI tours, financial aid information, classes/ training, apprenticeships, connections with college disability support services After leaving school, what additional education and training do you want?

15. Adult Living Activities and/or skills related to actions done occasionally or on a regular basis in an adult’s life. • Examples: obtainment of state id or dr. license, learning about buying/renting a home or insurance, registering to vote, budgeting, preparing meals, taking care of a home, making/keeping appointments, decision making As an adult, what kind of living arrangements would you like to have?

16. Community Participation Activities and/or skills related to developing interests outside of the school that prepare a student to be a part of the community. • Examples: leisure activities/recreation, transportation/ mobility training, grocery shopping, ordering at a restaurant, telephone skills, safety, asking for assistance, communication As an adult, how do you want to be involved in your community?

17. Transition Activities • Transition planning combines a student’s vision for their life after school with current school/community experiences and activities. • Transition activities “fill in the gap” between what a student can do and what they need to do in order to work towards the vision for their life . • If skill building is necessary, annual goals and objectives are another way a student’s transition needs can be addressed.

18. Transition is a team effort! • Successful post-secondary outcomes are a result of the involvement of many individuals: • The student! • Family members • Teachers and school staff • Community resources • Any of the individuals listed above can be responsible for the implementation of transition services…transition happens everywhere…not just at school!

19. The Importance of Parent Input • Functional skills are the “non-academic” skills that can be described as routine activities of daily living. • Examples: communication, mobility, safety, behavior, social skills, grooming/hygiene, employability • Accurate functional information about a student requires input from individuals who view the student in a variety of settings, not just at school. • Thus, parents can provide invaluableinformation on the functional performance of their child.

20. Opportunities for Parents to Provide Input • Participate actively in planning meetings with school staff and community resources • Share information with school staff through structured interview(s) • Collaborate with teachers to complete transition assessment(s) • Provide outside reports and details of your child’s history

21. Conversations for Families • Discuss self-awareness: • What are your strengths and successes? • What would you like to do in the future that builds upon your strengths and successes? • What is your disability? • How can your strengths be used to improve areas of difficulty?

22. Conversations for Families (cont.) • Discuss a post-secondary vision that reflect strengths: • As an adult, what kind of work do you want to do? • After leaving school, what additional education and training do you want? • As an adult, what kind of living arrangements would you like to have? • As an adult, how do you want to be involved in your community? • Discuss possible limitations: • What is difficult for you at school? At home? At work? • What accommodations or supports help you to be successful? • What barriers might you face in reaching your goals?

23. Education/Training Transition Planning Guidance Employment Career Awareness/Exploration Employability Skills In-School Work Experience Community Work Experience Vocational Education and/or EFE Functional Vocational Evaluation Supported Employment Competitive Employment Volunteering Determine HS Course of Study (Educational Development Plan) Explore Personal Curriculum Need Explore Colleges/Trade Schools Explore Post-Secondary Programs Investigate Financial Aid

24. Community Participation Transition Planning Guidance (cont.) Adult Living Self-care Household Management Cooking/Grocery Shopping Budgeting/Financial Literacy Health Management Personal Shopping Locate Documentation (state id/dr license, birth certificate, ss card) Investigate Guardianship Options Investigate/Apply for SSI Communication Skills Drivers Education Metro Transit/Street Mobility Leisure/Recreation Social/Relationships Safety

25. Community Agency Involvement Community agencies provide valuable resources and information to the transition planning process. These resources are an integral part of helping students work towards their post-secondary vision. It is important to invite community agencies to be involved at the IEP, specifically if they may be in position to provide or pay for services after a student leaves school.

26. Community Agency Involvement (cont.) • If the overall goal of transition is to prepare students to actively participate in their communities, then the need for community agency involvement must be evaluated during each transition IEP. • Teachers/students/families should have a general understanding of at least these 3 agencies when doing transition planning: • Community Mental Health (CMH) • Michigan Rehabilitation Services (MRS) • Support Services (at the college level)

27. Community Mental Health (CMH) • CMH serves children with severe emotional disturbances, adults with mental illness, children and adults with developmental disabilities, and adults and youth with substance abuse disorders. • Individuals eligible for services through CMH can benefit from: • supports coordination • professional therapies/services • community living services • vocational related services • The supports and services provided by CMH assist individuals in achieving as much independence as possible within the community. • More information is available at http://www.kazoocmh.org/.

28. Michigan Rehabilitation Services (MRS) MRS is a state agency within Michigan’s Department of Energy, Labor and Economic Growth. MRS partners with individuals and employers to achieve quality employment outcomes and independence for persons with disabilities. MRS helps people to prepare for, find, and keep jobs. More information is located at www.michigan.gov/mrs.

29. Support Services (at the college level) Colleges and universities provide support services to students with disabilities in an effort to remove barriers to their success at the college level. Examples of services include: • Adaptive equipment   • Advising •  Advocacy •  Assistance with registration/scheduling •  Assistance w/organizational/study skills •  Counseling and referrals •  Interpreter services   • Liaisons with outside agencies   • Modified test administration   • Note taking assistance   • Taped textbooks •  Tutoring

30. Local College/University Supports www.kvcc.edu/specialservices www.wmich.edu/ disabilityservices KVCC Special Services Office WMU Disability Services for Students

31. Bringing it all together… A quality transition IEP’s goal: Positive post-school outcomes! • When teachers, community partners, families, and students work together to generate ideas, share their dreams and visions, explore options, and develop plans, successful outcomes will be possible for students with disabilities as they transition to adult life.

32. Additional Information • www.kresa.org/transition

33. Contact Information Mindy Miller Kalamazoo RESA (269) 250-9337 mmiller@kresa.org